The Cedars Nursery Sunderland

What is it like to attend this early years setting?

All children receive a warm welcome at this nursery. They arrive happily and quickly settle. Children form close bonds with staff and enjoy the time they spend with them. They greet their friends and take part in a broad range of learning opportunities with enthusiasm. Babies show that they feel secure as they smile and reach out to staff and respond to their name. Children learn to look after resources well. For example, they handle books carefully. They pick toys up if they drop them on the floor and learn to put on their own coats and boots. Even though this is tricky at first, they keep trying until they can do it by themselves.

Children display keen interest in their play and learn to make decisions about what they want to do. For example, older children spend time deciding which wheeled toy they would like to try out. They demonstrate confidence in their abilities, for example when navigating the bicycles that they ride. Older children enjoy taking on the role of 'special helper'. They confidently sound the drum to alert their friends that it is time to tidy up. This helps to boost their self-esteem and confidence. Staff act as good role models to children and praise them about the good choices they make. Children copy this to support and encourage one another by saying 'good job', 'well done' and 'we've done it'.

What does the early years setting do well and what does it need to do better?

• The manager and staff are determined that all children make the best possible start to their education. Staff complete accurate ongoing assessments for children's learning and identify what children need to learn next. However, very occasionally, the management team has not checked that the required progress check at two is completed in a timely manner. That said, staff competently identify any gaps in children's learning and make sure plans are put in place, so that children make good progress in their learning.
• Children respond well to staff's clear expectations of their behaviour. Older children learn to follow simple rules and routines quickly. For example, they know when it is time to stop playing and tidy up. They walk sensibly indoors and save their running for outside. Right from the start, children are taught the importance of sharing and of being kind to one another. They are polite and well mannered, and behave well. As children play, firm friendships are formed.
• Staff give emphasis to developing children's speaking and listening skills. They model language and engage children well in conversations. Staff take time to listen to children and help them to express their views. Story times feature daily. Staff use these times well to introduce children to new vocabulary and texts. Children delight in joining in with familiar phrases and enjoy the anticipation of what comes next. However, there are too few opportunities provided for children who speak English as an additional language to develop and use their home language in either their play or their learning.
• Outdoor learning helps children develop an understanding of the world and improve their physical development. Children are taught to understand risks and to think about how they can stay safe. Staff support children to develop good health and well-being. They provide healthy food for them to eat, plan opportunities for regular exercise and talk to them about brushing their teeth.
• Staff take prompt action when they identify any gaps in children's learning. They adapt their own practice and make referrals to other professionals to ensure all children receive the support they need. This approach helps to ensure that any children with special educational needs and/or disabilities are fully included.
• Staff foster children's curiosity in mathematics. For example, children develop their understanding of number in small, manageable steps. Staff repeat activities such as songs and counting to help children secure their knowledge. They build the teaching of mathematics into the daily routine. Staff help children to develop mathematical language. Children learn to identify shapes and solve mathematical problems through play.
• The manager consistently evaluates the ongoing performance of the nursery and considers the views of staff and parents. Staff feel that they are managed well, receive good support and are given meaningful professional development opportunities. Parents are keen to share the positive difference the staff make for their children and families. They speak highly about their children's experiences and the committed staff team.

What the setting must and should do next

The provider should:

• improve the arrangements for checking that assessments of children's development are completed in a timely manner
• provide more opportunities for children who speak English as an additional language to develop and use their home language in play and learning.